Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Student performance (PISA 2012)

Adult skills (Survey of Adult Skills, PIAAC)

Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Student performance (PISA 2012)

Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Student performance (PISA 2012)

Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Student performance (PISA 2012)

Teachers and teaching conditions (TALIS 2013)

Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Student performance (PISA 2012)

Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Student performance (PISA 2012)

Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Student performance (PISA 2012)

Student performance (PISA 2012)

Teachers and teaching conditions (TALIS 2013)

Student performance (PISA 2012)

Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Student performance (PISA 2012)

Student performance (PISA 2012)

Student performance (PISA 2012)

Teachers and teaching conditions (TALIS 2013)

Student performance (PISA 2012)

Student performance (PISA 2012)

Student performance (PISA 2012)

Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Student performance (PISA 2012)

Teachers and teaching conditions (TALIS 2013)

Student performance (PISA 2012)

Student performance (PISA 2012)

Student performance (PISA 2012)

Student performance (PISA 2012)

Teachers and teaching conditions (TALIS 2013)

Student performance (PISA 2012)

Student performance (PISA 2012)

Student performance (PISA 2012)

Student performance (PISA 2012)

Teachers and teaching conditions (TALIS 2013)

Student performance (PISA 2012)

Teachers and teaching conditions (TALIS 2013)

Student performance (PISA 2012)

Student performance (PISA 2012)

Teachers and teaching conditions (TALIS 2013)

Student performance (PISA 2012)

Student performance (PISA 2012)

Student performance (PISA 2012)

Student performance (PISA 2012)

Student performance (PISA 2012)

Teachers and teaching conditions (TALIS 2013)

Teachers and teaching conditions (TALIS 2013)

Brazil

Overview of the education system (EAG 2014 and EAG 2015 Interim Report)

Public investment in education has sharply increased since 2000 and is now one of the highest among OECD and partner countries. In 2011, the Brazilian government spent 19% of its total expenditure on education, which is well above the OECD average of 13%, and is the fourth highest among all OECD and partner countries with available data. Public expenditure on education represented 6.1% of GDP, which is again above the OECD average of 5.6%, as well as above that of other Latin American countries, such as Chile (4.5%), Mexico (5.2%) and Colombia (4.5%).

However, annual public expenditure on public institutions, per student, for all levels of education combined was USD 2 985, which is considerably below the OECD average of USD 8 952 and is the second lowest among all OECD and partner countries.

Between 2005 and 2012, the enrolment rate among 4-year-olds in Brazil increased from 37% to 61%. By comparison, OECD average enrolment rates in 2012 was 84% for 4-year-olds.

Between 2007 and 2012, the proportion of young adults, at all levels of education, who are neither employed nor in education or training (NEET) has remained nearly unchanged, at around 20%. By comparison, the OECD average proportion of young adults who were NEET increased from 14% to 15.5%.

In Brazil, highly educated men earn considerably more than their less-educated or female counterparts. Tertiary-educated adults (both men and women) earn over 2.5 times more than adults with upper secondary education. That is considerably higher than the OECD average (1.6 times more), and is the second highest of all OECD and partner countries with available information. In addition, adults without upper secondary education suffer the greatest penalty in their wages, earning 42% less than people who have an upper secondary qualification. Meanwhile, tertiary-educated women earn only 63% of what similarly educated men earn (the OECD average is 73%).

The following list displays indicators for which your selected country shows the highest and lowest values among countries.
The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD
and partner countries.
Find out more about the methodology here.

Show indicators for which your country ranks among the top or bottom:
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3 years

The percentage of three-year-olds in early childhood education in Brazil is one of the lowest among OECD and partner countries with available data.
(37.4 %, rank 33/37
) Download Indicator

4 years

The percentage of four-year-olds in early childhood and primary education in Brazil is one of the lowest among OECD and partner countries with available data.
(61.2 %, rank 33/38
) Download Indicator

5-14 years

The percentage of 5-14 year-olds in education in Brazil is one of the lowest among OECD and partner countries with available data.
(94.8 %, rank 35/44
) Download Indicator

15-19 years

The percentage of 15-19 year-olds in education in Brazil is one of the lowest among OECD and partner countries with available data.
(77.7 %, rank 31/40
) Download Indicator

25-34 years

The level of upper secondary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data.
(58.9 %, rank 33/36
) Download Indicator

The level of below upper secondary attainment among 25-34 year-olds is one of the highest among OECD and partner countries with available data.
(39.2 %, rank 4/35
) Download Indicator

The level of tertiary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data.
(15.3 %, rank 36/36
) Download Indicator

The proportion of 25-34 year-old men who have attained tertiary education is one of the lowest among OECD and partner countries with available data.
(12.8 %, rank 37/37
) Download Indicator

The proportion of 25-34 year-old women who have attained tertiary education is one of the lowest among OECD and partner countries with available data.
(17.7 %, rank 37/37
) Download Indicator

25-64 years

The level of upper secondary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data.
(44.9 %, rank 35/42
) Download Indicator

The level of below upper secondary attainment among 25-64 year-olds is one of the highest among OECD and partner countries with available data.
(53.6 %, rank 4/36
) Download Indicator

The level of upper secondary and post-secondary non-tertiary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data.
(32.7 %, rank 31/37
) Download Indicator

The level of tertiary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data.
(13.7 %, rank 37/37
) Download Indicator

Compared with other OECD and partner countries, the earnings of men without an upper secondary education are relatively low compared to those of men with an upper secondary education.
(57 Index, rank 33/33
) Download Indicator

Compared with other OECD and partner countries, the earnings of women without an upper secondary education are relatively low compared to those of women with an upper secondary education.
(53 Index, rank 32/33
) Download Indicator

Compared with other OECD and partner countries, the earnings of adults without an upper secondary education are relatively low compared to those of adults with an upper secondary or a post-secondary non-tertiary education.
(58 Index, rank 33/33
) Download Indicator

Compared with other OECD and partner countries, the difference in earnings between 25-64 year-old men with tertiary education and those with upper secondary education is quite high.
(259 Index, rank 2/33
) Download Indicator

Compared with other OECD and partner countries, the difference in earnings between 25-64 year-old women with tertiary education and those with upper secondary education is quite high.
(262 Index, rank 1/33
) Download Indicator

Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with tertiary education and those with upper secondary or post-secondary non-tertiary education is quite high.
(247 Index, rank 2/33
) Download Indicator

Under 30 years

The share of teachers younger than 30 in secondary schools is among the largest among OECD and partner countries with available data.
(16.5 %, rank 4/32
) Download Indicator

55-64 years

The level of upper secondary attainment among 55-64 year-olds is one of the lowest among OECD and partner countries with available data.
(27.1 %, rank 33/36
) Download Indicator

The level of tertiary attainment among 55-64 year-olds is one of the lowest among OECD and partner countries with available data.
(10.7 %, rank 35/36
) Download Indicator

All ages

The proportion of female graduates who studied life sciences in tertiary-type A programmes is one of the highest among OECD and partner countries.
(72.6 %, rank 6/38
) Download Indicator

The proportion of upper secondary students enrolled in vocational or pre-vocational programmes is one of the smallest among OECD and partner countries with available data.
(14.2 %, rank 38/41
) Download Indicator

The percentage of all tertiary students in Brazil who are international students is one of the lowest among OECD and partner countries with available data.
(0.2 %, rank 38/38
) Download Indicator

Brazil is one of the least attractive destinations to foreign students compared to other OECD and partner countries with available data.
(0.3 %, rank 31/40
) Download Indicator

The percentage of students in public tertiary educational institutions is one of the lowest among OECD and partner countries with available data.
(28.6 %, rank 32/38
) Download Indicator

The percentage of students in independent private tertiary educational institutions is one of the highest among OECD and partner countries with available data.
(71.4 %, rank 4/32
) Download Indicator

The number of students per teacher in tertiary institutions is one of the largest among OECD and partner countries with available data.
(27 Students, rank 2/28
) Download Indicator

The number of pupils per teacher in pre-primary schools is one of the largest among OECD and partner countries with available data.
(17 Students, rank 8/31
) Download Indicator

The number of students per teacher in primary schools is one of the largest among OECD countries and partner countries with available data.
(22 Students, rank 4/36
) Download Indicator

The ratio of students to teaching staff at the lower secondary level is especially high.
(19 Students, rank 5/36
) Download Indicator

The ratio of students to teaching staff at the upper secondary level is especially high.
(17 Students, rank 6/35
) Download Indicator

The number of students per teacher in secondary schools is one of the largest among OECD and partner countries with available data.
(18 Students, rank 4/37
) Download Indicator

Age unknown or not allocated by age

Annual expenditure per student from primary to tertiary level is one of the lowest among OECD and partner countries with available data.
(3066 USD Equivalent, rank 34/35
) Download Indicator

Annual expenditure per pre-primary pupil is one of the lowest among OECD and partner countries with available data.
(2349 USD Equivalent, rank 34/36
) Download Indicator

Annual expenditure per primary student is one of the lowest among OECD and partner countries with available data.
(2673 USD Equivalent, rank 33/38
) Download Indicator

Annual expenditure per secondary student is one of the lowest among OECD and partner countries with available data.
(2662 USD Equivalent, rank 36/38
) Download Indicator

Annual expenditure per student, for core and ancillary services, from primary to below-tertiary institutions is one of the lowest among OECD and partner countries with available data.
(2667 USD Equivalent, rank 35/39
) Download Indicator

Compared with other OECD and partner countries, the earnings of men without an upper secondary education are relatively low compared to those of men with an upper secondary education.
(57 Index, rank 33/33
) Download Indicator

Compared with other OECD and partner countries, the earnings of women without an upper secondary education are relatively low compared to those of women with an upper secondary education.
(53 Index, rank 32/33
) Download Indicator

Compared with other OECD and partner countries, the earnings of adults without an upper secondary education are relatively low compared to those of adults with an upper secondary or a post-secondary non-tertiary education.
(58 Index, rank 33/33
) Download Indicator

The percentage of 5-14 year-olds in education in Brazil is one of the lowest among OECD and partner countries with available data.
(94.8 %, rank 35/44
) Download Indicator

The percentage of 15-19 year-olds in education in Brazil is one of the lowest among OECD and partner countries with available data.
(77.7 %, rank 31/40
) Download Indicator

Lower secondary

The ratio of students to teaching staff at the lower secondary level is especially high.
(19 Students, rank 5/36
) Download Indicator

Secondary

Annual expenditure per secondary student is one of the lowest among OECD and partner countries with available data.
(2662 USD Equivalent, rank 36/38
) Download Indicator

The number of students per teacher in secondary schools is one of the largest among OECD and partner countries with available data.
(18 Students, rank 4/37
) Download Indicator

The share of teachers younger than 30 in secondary schools is among the largest among OECD and partner countries with available data.
(16.5 %, rank 4/32
) Download Indicator

Upper secondary

The level of upper secondary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data.
(44.9 %, rank 35/42
) Download Indicator

The level of upper secondary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data.
(58.9 %, rank 33/36
) Download Indicator

The level of upper secondary attainment among 55-64 year-olds is one of the lowest among OECD and partner countries with available data.
(27.1 %, rank 33/36
) Download Indicator

The proportion of upper secondary students enrolled in vocational or pre-vocational programmes is one of the smallest among OECD and partner countries with available data.
(14.2 %, rank 38/41
) Download Indicator

The ratio of students to teaching staff at the upper secondary level is especially high.
(17 Students, rank 6/35
) Download Indicator

Primary, secondary and post-secondary non-tertiary education

Annual expenditure per student, for core and ancillary services, from primary to below-tertiary institutions is one of the lowest among OECD and partner countries with available data.
(2667 USD Equivalent, rank 35/39
) Download Indicator

The change in the number of students between 2005 and 2010 at primary, secondary and post-secondary non-tertiary levels is comparatively small.
(89 Index, rank 28/33
) Download Indicator

Upper secondary and post-secondary non-tertiary

The level of upper secondary and post-secondary non-tertiary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data.
(32.7 %, rank 31/37
) Download Indicator

Primary to tertiary

Annual expenditure per student from primary to tertiary level is one of the lowest among OECD and partner countries with available data.
(3066 USD Equivalent, rank 34/35
) Download Indicator

Total tertiary

The level of tertiary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data.
(13.7 %, rank 37/37
) Download Indicator

The level of tertiary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data.
(15.3 %, rank 36/36
) Download Indicator

The level of tertiary attainment among 55-64 year-olds is one of the lowest among OECD and partner countries with available data.
(10.7 %, rank 35/36
) Download Indicator

Compared with other OECD and partner countries, the difference in earnings between 25-64 year-old men with tertiary education and those with upper secondary education is quite high.
(259 Index, rank 2/33
) Download Indicator

Compared with other OECD and partner countries, the difference in earnings between 25-64 year-old women with tertiary education and those with upper secondary education is quite high.
(262 Index, rank 1/33
) Download Indicator

Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with tertiary education and those with upper secondary or post-secondary non-tertiary education is quite high.
(247 Index, rank 2/33
) Download Indicator

The proportion of 25-34 year-old men who have attained tertiary education is one of the lowest among OECD and partner countries with available data.
(12.8 %, rank 37/37
) Download Indicator

The proportion of 25-34 year-old women who have attained tertiary education is one of the lowest among OECD and partner countries with available data.
(17.7 %, rank 37/37
) Download Indicator

The percentage of all tertiary students in Brazil who are international students is one of the lowest among OECD and partner countries with available data.
(0.2 %, rank 38/38
) Download Indicator

Brazil is one of the least attractive destinations to foreign students compared to other OECD and partner countries with available data.
(0.3 %, rank 31/40
) Download Indicator

The percentage of students in public tertiary educational institutions is one of the lowest among OECD and partner countries with available data.
(28.6 %, rank 32/38
) Download Indicator

The percentage of students in independent private tertiary educational institutions is one of the highest among OECD and partner countries with available data.
(71.4 %, rank 4/32
) Download Indicator

The number of students per teacher in tertiary institutions is one of the largest among OECD and partner countries with available data.
(27 Students, rank 2/28
) Download Indicator

Tertiary-type A and advanced research programmes

The proportion of female graduates who studied life sciences in tertiary-type A programmes is one of the highest among OECD and partner countries.
(72.6 %, rank 6/38
) Download Indicator

All levels of education + not allocated by level

In Brazil the change in expenditure between 2008 and 2010 on educational institutions as a percentage of GDP is comparatively large.
(112 Index, rank 6/33
) Download Indicator

In Brazil the change in public expenditure between 2008 and 2010 on educational institutions as a percentage of GDP is comparatively large.
(123 Index, rank 2/33
) Download Indicator

In Brazil, public expenditure on education as a percentage of total public expenditure is comparatively high.
(19.2 %, rank 4/34
) Download Indicator

In Brazil public expenditure on education as a percentage of GDP is comparatively high.
(6.1 %, rank 10/37
) Download Indicator

Educational outcomes

The level of upper secondary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data.
(44.9 %, rank 35/42
) Download Indicator

The level of upper secondary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data.
(58.9 %, rank 33/36
) Download Indicator

The level of upper secondary attainment among 55-64 year-olds is one of the lowest among OECD and partner countries with available data.
(27.1 %, rank 33/36
) Download Indicator

The level of below upper secondary attainment among 25-34 year-olds is one of the highest among OECD and partner countries with available data.
(39.2 %, rank 4/35
) Download Indicator

The level of below upper secondary attainment among 25-64 year-olds is one of the highest among OECD and partner countries with available data.
(53.6 %, rank 4/36
) Download Indicator

The level of upper secondary and post-secondary non-tertiary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data.
(32.7 %, rank 31/37
) Download Indicator

The level of tertiary attainment among 25-64 year-olds is one of the lowest among OECD and partner countries with available data.
(13.7 %, rank 37/37
) Download Indicator

The level of tertiary attainment among 25-34 year-olds is one of the lowest among OECD and partner countries with available data.
(15.3 %, rank 36/36
) Download Indicator

The level of tertiary attainment among 55-64 year-olds is one of the lowest among OECD and partner countries with available data.
(10.7 %, rank 35/36
) Download Indicator

The proportion of 25-34 year-old men who have attained tertiary education is one of the lowest among OECD and partner countries with available data.
(12.8 %, rank 37/37
) Download Indicator

The proportion of 25-34 year-old women who have attained tertiary education is one of the lowest among OECD and partner countries with available data.
(17.7 %, rank 37/37
) Download Indicator

Participation in education

The percentage of 5-14 year-olds in education in Brazil is one of the lowest among OECD and partner countries with available data.
(94.8 %, rank 35/44
) Download Indicator

The percentage of 15-19 year-olds in education in Brazil is one of the lowest among OECD and partner countries with available data.
(77.7 %, rank 31/40
) Download Indicator

The proportion of upper secondary students enrolled in vocational or pre-vocational programmes is one of the smallest among OECD and partner countries with available data.
(14.2 %, rank 38/41
) Download Indicator

The percentage of three-year-olds in early childhood education in Brazil is one of the lowest among OECD and partner countries with available data.
(37.4 %, rank 33/37
) Download Indicator

The percentage of four-year-olds in early childhood and primary education in Brazil is one of the lowest among OECD and partner countries with available data.
(61.2 %, rank 33/38
) Download Indicator

The percentage of all tertiary students in Brazil who are international students is one of the lowest among OECD and partner countries with available data.
(0.2 %, rank 38/38
) Download Indicator

Brazil is one of the least attractive destinations to foreign students compared to other OECD and partner countries with available data.
(0.3 %, rank 31/40
) Download Indicator

The percentage of students in public tertiary educational institutions is one of the lowest among OECD and partner countries with available data.
(28.6 %, rank 32/38
) Download Indicator

The percentage of students in independent private tertiary educational institutions is one of the highest among OECD and partner countries with available data.
(71.4 %, rank 4/32
) Download Indicator

Fields of education

The proportion of female graduates who studied life sciences in tertiary-type A programmes is one of the highest among OECD and partner countries.
(72.6 %, rank 6/38
) Download Indicator

Resources for education

Annual expenditure per student from primary to tertiary level is one of the lowest among OECD and partner countries with available data.
(3066 USD Equivalent, rank 34/35
) Download Indicator

Annual expenditure per pre-primary pupil is one of the lowest among OECD and partner countries with available data.
(2349 USD Equivalent, rank 34/36
) Download Indicator

Annual expenditure per primary student is one of the lowest among OECD and partner countries with available data.
(2673 USD Equivalent, rank 33/38
) Download Indicator

Annual expenditure per secondary student is one of the lowest among OECD and partner countries with available data.
(2662 USD Equivalent, rank 36/38
) Download Indicator

Annual expenditure per student, for core and ancillary services, from primary to below-tertiary institutions is one of the lowest among OECD and partner countries with available data.
(2667 USD Equivalent, rank 35/39
) Download Indicator

Compared with other OECD and partner countries, the earnings of men without an upper secondary education are relatively low compared to those of men with an upper secondary education.
(57 Index, rank 33/33
) Download Indicator

Compared with other OECD and partner countries, the earnings of women without an upper secondary education are relatively low compared to those of women with an upper secondary education.
(53 Index, rank 32/33
) Download Indicator

Compared with other OECD and partner countries, the earnings of adults without an upper secondary education are relatively low compared to those of adults with an upper secondary or a post-secondary non-tertiary education.
(58 Index, rank 33/33
) Download Indicator

Compared with other OECD and partner countries, the difference in earnings between 25-64 year-old men with tertiary education and those with upper secondary education is quite high.
(259 Index, rank 2/33
) Download Indicator

Compared with other OECD and partner countries, the difference in earnings between 25-64 year-old women with tertiary education and those with upper secondary education is quite high.
(262 Index, rank 1/33
) Download Indicator

Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with tertiary education and those with upper secondary or post-secondary non-tertiary education is quite high.
(247 Index, rank 2/33
) Download Indicator

General findings

Attainment

Participation

Expenditure

Teachers

Early childhood

Employment

Neither in education nor employed

Across almost all OECD countries, upper secondary attainment is the norm. About 75% of adults aged 25-64 have attained at least upper secondary education; among 25-34 year-olds, about 82% have.

In some OECD countries, younger adults have higher tertiary attainment rates than older
adults by an average of more than 20 percentage points.

More than 40% of 25-34 year-olds in most OECD and partner countries have tertiary education,
but this proportion of tertiary-educated 55-64 year-olds is seen only in Canada, Israel, the Russian
Federation and the United States.

Education accounts for 12.9% of total public spending, on average across OECD countries, ranging from less than 10% in Hungary, Italy and Japan, to more than 20% in Indonesia, Mexico and New Zealand.

Nearly 92% of the funds for primary, secondary and post-secondary non-tertiary educational institutions come from public sources, on average in OECD countries; only in Chile and Colombia is this share less than 80%. Tertiary institutions and, to a lesser extent, pre-primary institutions obtain the largest proportions of funds from private sources: 31% and 19%, respectively.

The ratio of students to teaching staff varies across OECD countries and levels of education. At the primary level, there were more than 15 students for every teacher on average in OECD countries in 2012. In most countries, the student-teacher ratio decreases between primary and lower secondary school, despite an increase in class size. In 2012, there were, on average, about 13 students per teacher at the secondary level. At the tertiary level, there were, on average, about 14 students per teacher in OECD countries.

The number of teaching hours per teacher in public schools in 2012 averaged 782 hours per year in primary education, 694 hours in lower secondary education, and 655 hours in upper secondary education.

Teachers' statutory salaries vary widely across countries, but often increase with the level of education. In 2012, the statutory salaries of teachers with at least 15 years of experience averaged USD 37 350 at the pre-primary level, USD 39 024 at the primary level, USD 40 570 at the lower secondary level, and USD 42 861 at the upper secondary level. Between 2000 and 2012, teachers' salaries increased in real terms in most countries.

On average in OECD countries, pre-primary school teachers' salaries in 2012 amounted to 80% of full-time, full-year earnings of tertiary-educated adults working in different occupations. Primary school teachers' salaries amounted to 85% of that income, lower secondary school teachers' salaries amounted to 88% of that benchmark, and upper secondary school teachers' salaries amounted to 92% of those earnings.

In a majority of OECD countries, education now begins for most children well before they are 5 years old. More than three-quarters of 4-year-olds (84%) are enrolled in early childhood education and primary education across OECD countries; among OECD countries that are part of the European Union, 89% of 4-year-olds are.

In Belgium, Denmark, France, Germany, Iceland, Italy, Norway, Spain, Sweden and the United Kingdom, more than 90% of 3-year-olds are enrolled in early childhood education.

Publicly-funded pre-primary education tends to be more strongly developed in the European than in the non-European countries of the OECD. Private expenditure varies widely between countries, ranging from 5% or less in Belgium, Estonia, Latvia Luxembourg and Sweden, to 25% or more in Argentina, Australia, Austria, Colombia, Japan, Korea, Spain and the United States.

As a percentage of GDP, expenditure on pre-primary education accounts for an average of 0.6% of GDP. Differences between countries are significant. For example, while 0.1% of GDP is spent on pre-primary education in Australia, about 0.8% or more is spent in Chile, Denmark, Iceland, Latvia, Luxembourg, Slovenia, Spain and the Russian Federation.

The pupil-teacher ratio, excluding non-teaching staff (e.g. teachers' aides), ranges from more than 20 pupils per teacher in Chile, France, Israel, Mexico and Turkey, to fewer than 10 in Estonia, Iceland, Indonesia, New Zealand, Slovenia and Sweden.

Across OECD countries, compared with adults with upper secondary education who have income from employment, those without this qualification earn about 20% less, those with post-secondary non-tertiary education about 10% more, those with tertiary-type B (vocationally oriented) education about 30% more, and those with tertiary-type A (academically oriented) education or advanced research earn about 70% more.

Across OECD countries, a tertiary-educated woman earns about 75% of what a similarly educated man earns. Only in Belgium, Slovenia, Spain and Turkey do the earnings of tertiary-educated women amount to 80% or more of men's earnings. In Brazil, Chile and Hungary, women with a tertiary degree earn 65% or less of what tertiary-educated men earn.

The proportion of young people neither in employment nor in education or training (NEET) includes those who are unemployed or inactive. The latter group is particularly important as it includes discouraged young people who gave up looking for a job.

In 2013, on average across OECD countries, 15% of 15-29 year-olds were neither employed nor in education or training (NEET) (7% unemployed and 8% inactive), as were 7% of 15-19 year-olds, and 20% of 25-29 year-olds (9% unemployed and 11% inactive).

For all levels of education combined, in Colombia, Greece, Hungary, Italy, Mexico, Spain and Turkey, more than 20% of 15-29 year-olds are NEET. In Spain, 20% of 15-29 year-olds are unemployed NEET youth and 7% are inactive. In Brazil, Chile, Mexico and Turkey the reverse pattern is seen: around 15% of NEET youth are inactive while 6% or fewer are unemployed. In Austria, Germany, Iceland, Luxembourg, the Netherlands, Norway, Sweden and Switzerland, fewer than 10% of 15-29 year-olds were neither in education nor employed.

On average across OECD countries in 2013, 18% of 15-29 year-old women were NEET (6% unemployed and 12% inactive) as were 13% of 15-29 year-old men (8% unemployed and 5% inactive).

Note: These values should be interpreted with care since they are influenced
by countries' specific contexts and trade-offs. In education, there is often no simple
most- or least-efficient model. For instance, the share of private expenditure in
education must be read against other measures designed to mitigate inequities,
such as loans and grants; longer learning time is an opportunity to convey
more and better content to students, but may hinder investments in other important
areas. If you want further information on the nature of different variables, please
take the time to read the analysis and contextual information, available at the website
for each publication.
All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available.
The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/

*TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies.
This explains the difference between the OECD average and the TALIS average.
Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and
Annex 3
of EAG for more details about the data collections.

For additional notes, please refer to annexes in the list of links below the introductory country profile text.